Smarter Balanced Assessment Consortium State Board of ... - NC DOA
• An assessment program is required by: • • •
State Statute Federal Law State Board of Education Policy
• The State Board of Education adopts the academic content standards. • Assessments are designed to measure these academic content standards. • The State Board sets policy for the development of assessments used for state and federal purposes.
2
Early Assessment Focused on School Accountability o
o o o
o
Elementary and Secondary Education Act (ESEA) of 1965 Not administered at every grade Commercial tests were not 100 percent aligned to content standards No high stakes for students Emphasis on program evaluation
Shift to Tests Aligned to Content Standards o o o o o
Early 1990s with the development of End-of-Grade and End-ofCourse Tests Administered grades 3-8/high school last three weeks of the school year Customized assessment; improved alignment Emphasis on school accountability Eventually high stakes for students 3
No Child Left Behind (2001) o o o o
Requires tests to be aligned to the state-adopted content standards Requires assessments to meet technical standards; peer review Requires all students to be assessed on grade-level content standards Requires test results to include achievement levels and achievement level descriptors
Race to the Top (2010) o
Requires college and career readiness content standards
ESEA Flexibility Waiver (2011) o
Requires college and career readiness content standards
4
Assessments
Formative
Interim/Benchmark Summative
5
Type
Frequency
Evaluate
Classroom /Formative (local)
Daily
Minute- Descriptive feedback to-minute to adjust instruction & support learning
Interim/ Benchmark (local)
Multiple per year
Mastery of Inform stakeholders set of (e.g., teachers, standards students, parents)
Summative EOG/EOC (statewide)
End of year/ course
Overall mastery
Purpose/Reporting
High stakes accountability
6
Summative Assessments • Summative assessments are used to evaluate student learning progress and achievement usually at the end of a course, semester, program, or school year.
• They assess overall mastery of grade-level material or a course of study.
7
SBE Task Force on Summative Assessment • The Task Force on Summative Assessment was established to explore options for the administration of state summative standardized English Language Arts and Mathematics tests used for student accountability for the 2016-17 school year and beyond. • According to Senate Bill 812, the State Board of Education shall report to the Joint Legislative Education Oversight Committee by July 15, 2015 on the acquisition and implementation of a new assessment instrument or instruments to assess student achievement on the academic standards adopted. • The Task Force will consult with the Academic Standards Review Commission in the selection of a new assessment instruments. 8
SBE Task Force on Summative Assessment • Began with a comprehensive overview of state and federal assessment policy.
• Represents diverse perspectives, backgrounds, and experiences with public education and the community. • Convenes monthly from October 2014 through May 2015, reporting final recommendations to the State Board in June 2015.
9
State-developed Assessments
◦ End-of-Grade and End-of-Course Consortium-based Assessments
◦ Smarter Balanced ◦ Partnership for the Assessment of Readiness for College and Careers (PARCC)
Commercial, Nationally Normed-referenced Assessments
10
Your Feedback • In the short-term, based on current state and federal requirements, what changes would you recommend to improve the state’s assessment program? • In the intermediate and longer term, what changes would you recommend to improve the state’s assessment program?
11
Questions/Comments To share additional feedback contact: Office of the North Carolina State Board of Education [email protected]
12
State Statute Federal Law State Board of Education Policy
• The State Board of Education adopts the academic content standards. • Assessments are designed to measure these academic content standards. • The State Board sets policy for the development of assessments used for state and federal purposes.
2
Early Assessment Focused on School Accountability o
o o o
o
Elementary and Secondary Education Act (ESEA) of 1965 Not administered at every grade Commercial tests were not 100 percent aligned to content standards No high stakes for students Emphasis on program evaluation
Shift to Tests Aligned to Content Standards o o o o o
Early 1990s with the development of End-of-Grade and End-ofCourse Tests Administered grades 3-8/high school last three weeks of the school year Customized assessment; improved alignment Emphasis on school accountability Eventually high stakes for students 3
No Child Left Behind (2001) o o o o
Requires tests to be aligned to the state-adopted content standards Requires assessments to meet technical standards; peer review Requires all students to be assessed on grade-level content standards Requires test results to include achievement levels and achievement level descriptors
Race to the Top (2010) o
Requires college and career readiness content standards
ESEA Flexibility Waiver (2011) o
Requires college and career readiness content standards
4
Assessments
Formative
Interim/Benchmark Summative
5
Type
Frequency
Evaluate
Classroom /Formative (local)
Daily
Minute- Descriptive feedback to-minute to adjust instruction & support learning
Interim/ Benchmark (local)
Multiple per year
Mastery of Inform stakeholders set of (e.g., teachers, standards students, parents)
Summative EOG/EOC (statewide)
End of year/ course
Overall mastery
Purpose/Reporting
High stakes accountability
6
Summative Assessments • Summative assessments are used to evaluate student learning progress and achievement usually at the end of a course, semester, program, or school year.
• They assess overall mastery of grade-level material or a course of study.
7
SBE Task Force on Summative Assessment • The Task Force on Summative Assessment was established to explore options for the administration of state summative standardized English Language Arts and Mathematics tests used for student accountability for the 2016-17 school year and beyond. • According to Senate Bill 812, the State Board of Education shall report to the Joint Legislative Education Oversight Committee by July 15, 2015 on the acquisition and implementation of a new assessment instrument or instruments to assess student achievement on the academic standards adopted. • The Task Force will consult with the Academic Standards Review Commission in the selection of a new assessment instruments. 8
SBE Task Force on Summative Assessment • Began with a comprehensive overview of state and federal assessment policy.
• Represents diverse perspectives, backgrounds, and experiences with public education and the community. • Convenes monthly from October 2014 through May 2015, reporting final recommendations to the State Board in June 2015.
9
State-developed Assessments
◦ End-of-Grade and End-of-Course Consortium-based Assessments
◦ Smarter Balanced ◦ Partnership for the Assessment of Readiness for College and Careers (PARCC)
Commercial, Nationally Normed-referenced Assessments
10
Your Feedback • In the short-term, based on current state and federal requirements, what changes would you recommend to improve the state’s assessment program? • In the intermediate and longer term, what changes would you recommend to improve the state’s assessment program?
11
Questions/Comments To share additional feedback contact: Office of the North Carolina State Board of Education [email protected]
12
